STRESS,COPING METHODS,AND PHYSICAL ACTIVITY AMONG COMMUNITY COLLEGE STUDENT NURSES

Nursing is a profession which emphasizes health teaching and counseling. Although nurses have a special responsibility to promote health behavior in clients, they have been somewhat slew in involving themselves in personal fitness practices (Macnamara, 1980).

Commitment to the concept of personal health is crucial since those professionals with better personal health habits tend to discuss with clients more health related topics and counsel them more aggressively in regard to personal health habits (Wells, 1984). This paper describes new graduate nurses’ perceived stress level, personal health status, and their methods of coping with stress. The value of physical activity in coping with students’ stress is of particular interest as part of the development of their future client counseling role.     

Reviewing criminal justice baccalaureate curricula: The importance of student input

While criminal justice undergraduate enrollments continue to burgeon, rarely do criminal justice departments conduct comprehensive surveys of their majors as part of the baccalaureate curriculum review process. This paper describes one such survey completed by 238 criminal justice majors at Wayne State University in Detroit. Major survey findings are presented along with their implications for student and faculty diversity, curriculum design, teaching and grading methods, student advising, and department administration.     

Facing Disaster: A Tale of Two Colleges,One System,and Their Response to Hurricane Katrina

This article presents three situations (a community college, a technical college, and a state system) and describes the responses to substantial hurricane storm damages sustained by the physical infrastructure in each case. A disaster readiness checklist is provided.     

Teachers' attitudes towards adolescent sexuality and life skills education in rural South Africa

This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes towards young people's sexuality and pregnant students, and focused on girls' perceived irresponsible behaviour instead of strategies to minimise HIV risk. Despite general awareness of the HIV epidemic, few teachers perceived it as an immediate threat, and teachers' own HIV risk was infrequently acknowledged. Teachers perceived themselves to have higher personal standards and moral authority than members of the communities and schools they served. Male administrators' authority to determine school policies and teachers' attitudes towards sexuality fundamentally affect the content and delivery of school-based sexuality education and HIV prevention activities. Opportunities to create a supportive educational environment for students and for female teachers are frequently missed. Improving teachers' efficacy to deliver impartial, non-judgemental and accurate information about sex and HIV is essential, as are efforts to acknowledge and address their own HIV risks.     

Sex equity in workplace conflict management

Three hundred two managers and employees from eleven different organizations were investigated to determine whether there was a significant difference in the selection of conflict management strategies based on: 1) the sex of the respondent; 2) the sex of the other person; and 3) the sex of the supervisor. The results indicated: a) females were no more compromising nor any less competitive than males; b) respondents report using different strategies in a narrative question than they do answering a self‐report, checklist questionnaire.     

An Examination of Personal/Situational Variables,Stress Appraisal,and Burnout in Collegiate Teacher-Coaches

Abstract

Following Smith's (1986) cognitive-affective model of stress and burnout in athletics, this investigation examined (a) the relationship of personal/situational variables (social support, gender, and years of experience) to stress appraisal and (b) the relationship of stress appraisal (perceived stress, coaching issues, and role conflict) to burnout. Male (n = 99) and female (n = 115) teacher-head basketball coaches from NCAA Division III and NAIA colleges completed established measures of burnout, perceived stress, teacher—coach role conflict, and social support and a measure of coaching issues developed for this study. Multivariate analyses supported the hypothesized relationships. Specifically, greater satisfaction with social support, less experience, and gender (females higher) were related to stress appraisal, and all stress appraisal variables were positively related to burnout. Contrary to previous studies, these teacher—coaches reported moderate to high levels of burnout.     

Teachers’ content knowledge about oral language: measure development and evidence of initial validity

Reading and Writing - Efforts to improve classroom language practices and children’s language learning, as a means of supporting reading comprehension, may depend on teachers’ knowledge...     

We Don't Say “H” Here

This article is focused on building interdependence among diverse learners through four specific engagements in the art room: Friend/Family Involvement, Team-Building, Leadership Habits, and Service Learning. These strategies have been beneficial to the author in creating a sustainable model for high-quality visual arts instruction.